Learning in the EYFS Essay

Knowledge and understanding of the world Knowledge and Understanding of the World relates to churlrens e rattlingday lives, their homes, families, other people, the local environment and community and the wider world. Personal, social and ablaze culture The social and emotional reading of a child helps practitioners/parents understand the behaviors they exhibit. Though children develop and arise at different rates, social and emotional development generally occurs in predictable stages. Communication language and literacy Childrens learning and competence in communicating, speaking and listening, being read to and beginning to read and economise must be support and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and dispositions to do so.Problem solving reasoning and numeracy This area mostly focuses on a childs ability to make for sim ple problems and builds an awareness of shapes space and measures. Practitioners do this by looking at shapes, numbers, building bricks etc. Physical education Children are encouraged to take disunite in a variety of physical activities. Children develop physically at different stages and times. This area helps practitioners to keep track of each exclusive childs development. Creative development Being creative covers a multitude of ideas including how children express and communicate ideas. They whoremonger explore all sorts of media (eg ICT, music) and materials. They will also develop their caprice through play.Although they are all different a good planned activity will cover more than one area of development. For example, playing a snakes and ladders board game will help a child with their Problem solving, reasoning and numeracy mainly just it will also help them with their Communication, language and literacy development as they are being encouraged to communicate wit h other children playing the game. Also the areas are interdependent if the child is struggling with one area it can affect how they develop in other areas. For example, if a child is disabled and cannot join in physical activities this can affect their physical development but it can then also affect their communication, language and literacy and Personal, social and emotional development because they arent joining in with the same activities as their peers. This can be avoided or at least limited by good planning and inclusive practice.1.2Outcomes are given to the different areas of learning within the EYFS to ensure that practitioners dedicate something to focus on. These outcomes are outlined within the EYFS as overarching principles these areEvery child is a unique child, who is constantly learning and can be resilient, capable, self-confident and self-assured Children learn to be strong and independent through positive relationships Children learn and develop well in enablin g environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers Children develop and learn in different ways and at different rates. The fashion model covers the education and care of all children in early years provision, including children with special educational needs and disabilities.And three main areas of development which arePhysical Development This is the development of a childs physical skills. It includes the Gross motor skills, such as walking, jumping, running, catching and the fine motor skills such as the fry grip, hand-eye-coordination, doing up laces or zips. Personal Social and Emotional Development The social and emotional development of a child helps practitioners/parents understand the behaviors they exhibit. Though children develop and mature at different rates, social and emotional development generally occurs in predictable stages. Communication and Language De velopment Language development is the process by which children come to understand and communicate language during early childhood.1.3The documented outcomes are assessed by practitioners in different ways. On-going assessments are carried out in settings frequently. Practitioners plan an activity, exert the child/children, record information and evaluate the outcome. If needed they then plan another activity and repeat the process until they get the information they need. These are also known as formative assessments and they are an integral part of the EYFS frame hammer. It helps parents, carers and practitioners to constantly monitor a childs progress and pick up on and solve problems if there are any. At the age of two a child has a progress check. This is when practitioners review their progress and produce a small written summary of a childs development in the main areas of development. This helps to make sure a child is on track with their development and helps to identify any areas that a child may be developing at a slower rate than is expected. This can also pick up on any disabilities or learning difficulties.If a practitioner does pick up on a learning difficulty they should put together a plan to support the childs future learning and development. Practitioners must discuss with parents how the outcome of the assessments can be used to support the childs development at home, and parents are encouraged to share the outcome with any relevant professionals i.e. a teacher or a health visitor. In the last(a) term of the year in which the child turns five practitioners must complete the EYFS profile for each child. This profile must reflect on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.The profile lets parents, carers and other professionals have an overview of a childs knowledge, understanding and abil ities, their progress against expected levels, and their readiness for year one. Year one teachers are given a copy of this profile and it will outline whether the child is meeting, exceeding or not yet reaching the expected levels of the early learning goals. I think assessments are important to Practitioners and other professionals like teachers because it helps them to work together to identify any problems that may arise with a childs development and address the problems quickly and effectively also if the child is very quick at development it can be spotted and they can be given extra planned work to stop them from getting bored. I think it is also good for parents because they have guidance on how to help their childs development at home.